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Abstract

Research has shown that in the early years of a child’s life girls tend to score higher on reading skills while boys excel in other areas. Based on research that has established a direct relationship between language and reading, this study investigates this relationship by observing boys and girls for one week in a first-grade classroom during free play, when each child has the freedom to choose their own activity – some of which are designed to strengthen language skills, while others do not involve language or reading. How these activities may have enhanced reading skills is correlated to the children’s reading test scores, the goal being to facilitate the best learning conditions possible. This study of the impact of gender on early literacy was done in a special education first-grade classroom in the Peekskill School District.

Recommended Citation

Rivera, Leah T., "The Relationship Between Language and Reading Among Girls and Boys" (2005). Honors Independent Research Papers. 5.
https://digitalcommons.pace.edu/honorsindependent_researchpapers/5